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ISLN

ISLN. November 2013. TODAY:. Quick review of the NGSS Framework Take a look at the K-12 Progression of each PE by Topic Analyze the process of creating Learning Targets from Performance Expectations Compare two science classrooms using FfT , CHETL and NGSS.

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ISLN

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  1. ISLN November 2013

  2. TODAY: • Quick review of the NGSS Framework • Take a look at the K-12 Progression of each PE by Topic • Analyze the process of creating Learning Targets from Performance Expectations • Compare two science classrooms using FfT, CHETL and NGSS

  3. Quick Review of the Architecture of the Next Generation Science Standards

  4. Title Assessable Component Foundation Boxes What How Why Connection Box

  5. KCAS for Science / NGSS Take a look at the K – 12 Performance Expectation Progression Matrix organized by Topics The Performance Expectations have been filled in for you.

  6. Please find the handout:The Distinction between Performance Expectations and Learning Targets

  7. Performance Expectations and Learning Targets • Performance Expectations • Written as statements describing student performances that can be assessed • Extremely broad goals and represent true standards to be achieved • Require several skills and concepts • Learning targets • Smaller and more focused statements for students that build toward mastery of a Performance Expectation • Manageable “student friendly” segments for the purpose of planning instruction • Specific concepts, knowledge and skills that are the foundation of a larger more complex standard

  8. Turn your handout over and lets take a look at the PROCESS of Deconstructing a Performance Expectation

  9. Can you simply add the words “I CAN” to this broad and complex statement? NO WAY! To understand Performance Expectations the teacher and students need to DECONSTRUCT the standards into Learning Targets

  10. The Three Columns for Deconstructing a Performance Expectation:

  11. K – PS2 - 2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Identify the key parts and words… Analyzedata to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Reasoning or Performance Skill: Describe the relationship between the strength of the push or pull and the change in speed or direction. Infer that people can cause change in an object’s speed or direction. Interpret speed/direction data to support a claim that the design solution worked or not. Knowledge: Describe pushes/pulls as forces that move an object. Know that speed is how fast something moves. Identify change as a difference in something. Recognize that “data”is collected information. Product: None

  12. Performance Expectations contrast the smaller more focused nature of student learning targets

  13. Performance Expectations contrast the smaller more focused nature of student learning targetsTeachers can work with students on this process

  14. Performance Expectations contrast the smaller more focused nature of student learning targetsTeachers can work with students on this processGiving the students ownership and understanding that learning targets are the building blocks of something bigger allows for a much clearer path to learning

  15. CreatingStudent Friendly Learning Targets is a First Step inDevelopingCurriculum,Instruction andAssessmentfor NGSS

  16. TIME TO WRITE Please locate the index card at your table Just need one card per table or District

  17. Take 5 Minutes One card per Table or District Take 5 minutes and discuss at your table On one side of the index card finish the following sentences: 1. We noticed… 2. The impact of deconstructing Performance Expectations into Learning Targets… 3. We look forward to learning more about…

  18. Find FOUR Handouts:1. Mrs. Williams’ Class Packet2. Criteria Handout 3. CHETL and NGSS Packet4. Science CHETL Packet

  19. Grab a cup of water and a new index cardTry the activity mentioned in the two scenariosBe careful you might make a mess

  20. http://www.youtube.com/watch?v=ibw2C9KQlTM Sharpen Your Eye http://www.youtube.com/watch?v=65T4ReLkjCg Read “Mrs. Williams Class” Scenario Read “Mr. DeLong’s Class” Scenario Which classroom most represents highly effective teaching and learning? Why?

  21. TIME TO SHARE Your table was assigned a specific box from this activity Find the correct box on the Gallery to share with the other groups Once the Gallery is full take a few minutes to see how your group compares with the other groups

  22. Concerns/Questions/Request for Support: Please locate the index card at your table TIME TO WRITE

  23. Concerns/Questions/Request for Support: On The Back of Your Index Card: How can I provide help in your District? Do you have questions, concerns or requests for support? • KCAS for Science / NGSS • Resources for your schools or teachers Call or email me any time: Kevin Crump 859-200-5686 kevin.crump@education.ky.gov

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